Journal Articles
https://hdl.handle.net/20.500.12504/181
2024-03-28T17:51:08ZBroadening the scope of social support, coping skills and resilience among caretakers of children with disabilities in Uganda: a sequential explanatory mixed‑methods study
https://hdl.handle.net/20.500.12504/1574
Broadening the scope of social support, coping skills and resilience among caretakers of children with disabilities in Uganda: a sequential explanatory mixed‑methods study
Mariam, Namasaba; Neo, Kazembe; Georgina, Seera; Ali, A. Baguwemu
Background:
Most caretakers of children with disabilities (CWDs) have adverse health outcomes. Approximately 31%
of the caretakers have clinical depression in the world. In Sub-Saharan Africa, 42% of them face severe psychological
distress. Caretakers in Africa face additional cultural challenges that undermine their coping skills, access to social support,
and resilience.
Methods:
This study used sequential explanatory mixed methods to examine the relationships of social support,
coping skills and resilience among caretakers of CWDs in Uganda. A total of 621 caretakers were surveyed, and 43 of
them participated in interviews. Hierarchical cluster analysis and binary logistic regression were conducted to determine
coping patterns and predict caretakers’ likelihood of using them. Hierarchical linear regression and thematic
analyses then explored the relationships and perceptions of coping skills and resilience related to social support. A
joint display was used to integrate results and show the convergence and expansion of quantitative and qualitative
results.
Results: Quantitative and qualitative findings converged that caretakers who received social support used adaptive
coping skills and had higher resilience. Qualitative results expanded the finding that caretakers who received formal
social support perceived it as a safer mode of care than informal social support.
Conclusions:
The study expanded the scope of social support, coping skills, and resilience. Caretakers perceived
formal social support from schools as a safe mode of care that enabled them to use adaptive coping skills and have
high resilience. Therefore, enrolling children with disabilities in schools at an early age is beneficial for building the
resilience of their caretakers.
2022-01-01T00:00:00ZPsychological well-being of small enterprise employees: a multi-theoretical perspective
https://hdl.handle.net/20.500.12504/1498
Psychological well-being of small enterprise employees: a multi-theoretical perspective
Agnes, Tabala; John, C. Munene; James, Kagaari; Samuel, Mafabi; Jannat, Kyogabiirwe
Abstract
Purpose – This paper aims to suggest a multi-theoretical explanation using a success story to explain
psychological well-being (PWB) among employees of K.C, a small enterprise found in Uganda, a developing
country in Africa.
Design/methodology/approach – The study used qualitative methodology. Based on in-depth interviews
with K.C employees, a story was developed describing the practical experience, focusing on the context, actions,
results and lessons learnt. Regarding the sample size, the saturation point was attained on the seventh participant.
Findings – Findings reveal that employees that possess psychological capital set targets and generate
avenues that allow them to achieve set goals, with personal initiative that makes them proactive to
accomplish work tasks and individual adaptability that enables them to adjust their emotions and behavior to
fit in a complex working environment, which makes them to think, feel and act positively. Furthermore,
several theories, including broaden and build, personal initiative and complex adaptive systems theory,
explain the manifestations of PWB of employees in small enterprises.
Research limitations/implications – The study was limited by focusing on the context of a small
enterprise. Future research may investigate other study contexts whose findings might be different. In addition, the
study being hypothetical lacked statistical testing. It would be a meaningful effort if future studies statistically
tested the suggested model. Irrespective of the limitations, the findings of this study remain significant.
Practical implications – In practice, employees may replicate these findings to nurture PWB which
eventually contributes to enterprises’ success. This could provide answers to the psychological challenges
experienced by employees of small enterprises, especially in the African developing countries like Uganda
where this is a major challenge. Specifically, the workers of K.C enterprise may depend on their PWB to deal
with workplace challenges and sustain the enterprise’s performance.
Social implications – Socially, there is need to embrace positive social relationships among employees at
the work place which will translate into well-being of society.
Originality/value – This paper is exceptional because it uses a success story showing practical
experiences of how PWB of employees in small enterprises is nurtured in Uganda. In addition, a multi-
theoretical perspective is used to explain the manifestations in the story, which is the greatest contribution of
this paper. Further, a conceptual model is still proposed, depicting psychological capital, personal initiative
and individual adaptability as antecedents of PWB.
2023-06-01T00:00:00ZThe testimony of neoliberal contradiction in education choice and privatisation in a poor country: the case of a private, undocumented rural primary school in Uganda
https://hdl.handle.net/20.500.12504/1335
The testimony of neoliberal contradiction in education choice and privatisation in a poor country: the case of a private, undocumented rural primary school in Uganda
Nathaniel, Mayengo; Jane, Namusoke; Barbara, Dennis
With international momentum to achieve ‘Education for All’ by 2015, global attention
is being paid to those parts of the world where mass formal primary schooling is
relatively new. Uganda is such a place. In the context of ethnographic fieldwork at a
poor, undocumented, private primary school in rural Uganda, parents were inter-
viewed in order to better understand their conceptualisations of education during this
‘massification’ era. The interviews reveal interesting contradictions between the
espoused neoliberal principles and the nuances with which they describe education. In
the absence of a robust public schooling system, privatisation has emerged to fill the
gaps in educational provision as the country finds itself caught between the
international mandate for free primary education and the lack of capital.
2015-07-01T00:00:00ZA study of Ugandan children's perspectives on peace, conflict, and peace-building: a liberation psychology approach
https://hdl.handle.net/20.500.12504/1334
A study of Ugandan children's perspectives on peace, conflict, and peace-building: a liberation psychology approach
Nathaniel, Mayengo; Jane, Namusoke; Gastone, Byamugisha; Paul, Sebukalu; James, M Kagaari; Santos, Auma-Okumu; Ali, Baguwemu; Edward, Rutondoki Ntare; Kirabo, Nkambwe Nakasiita; Richard, Atuhairwe; Maria, Kaahwa Goretti; Gerald, Ojok Okumu Oruma; Chalmer, E. Thompson; Barbara, Dennis
Bulhan (1985, 2015) urged psychologists to advance their research and practice by attending to meta-
colonialism, a structural phenomenon built on a history of violence and oppression that assaults all
manner of individual, community, and societal well-being. In line with this urging, a primarily Ugandan
team of researchers conducted a study of primary school children’s perspectives on conflict, peace, and
peace-building. At each stage of the research process, the team members sought to recognize and resist
the reproduction of meta-colonialism while move toward more emancipatory practices. In this
theoretical paper, we explain how we applied a liberation psychological approach to the design, conduct
and analysis of the study. We also show how the findings of the study contribute to our ongoing work in
fostering structural changes in one of the schools, its surrounding region, and to the nation as a whole.
2018-01-01T00:00:00Z